AN ANALYSIS OF DIRECTIVE SPEECH ACTS OF TEACHER’S UTTERANCE IN TEACHING ENGLISH AT THESEVENTH GRADE OF MTs NTINAWAS NOGOSARI IN ACADEMICYEAR 2016/2017

Safiah, Ummi and Santoso, Rochmat Budi (2017) AN ANALYSIS OF DIRECTIVE SPEECH ACTS OF TEACHER’S UTTERANCE IN TEACHING ENGLISH AT THESEVENTH GRADE OF MTs NTINAWAS NOGOSARI IN ACADEMICYEAR 2016/2017. skripsi thesis, IAIN Suarakarta.

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Abstract

ABSTRACT Ummi Safiah. 2017. An Analysis of Directive Speech Acts of Teacher’s Utterance in Teaching English at the Seventh Grade of MTs N Tinawas,Nogosari in Academic Year 2016/2017. Thesis. English Education Study Program, Islamic Education and Teacher Training Faculty, The State Institute of Surakarta. Advisor : Dr. Rochmat Budi Santoso, S.Pd., M.Pd. Key words : Classroom Interaction, Teacher Talk, Strategies of Speech Acts, Directive Speech Acts. This research was conducted to describe the speech acts used by the teacher to utter the directive speech act and the strategies to utter directive speech act used by teacher in teaching English. This research was descriptive qualitative research with pragmatic approach. The subject of this research was an English teacher who taught seventh grade of MTs N Tinawas. The researcher did observation and interview to collect the data. The researcher did some step proposed by Miles and Huberman (1994) to analyze the data, namely; data reduction, data display, conclusion drawing and verification. The researcher used Searle’s directive speech acts theory, namely; command, request, suggestion, and forbidden. The researcher also used Parker’s speech act strategies theory, namely; direct literal speech act, direct non-literal speech act, indirect literal speech act, and indirect non-literal speech act. The result of this research showed that from 159 teacher’s utterances, 20 data of them was identified as command, 140 data as request (98 data as interrogative, 37 data as declarative, and 5 data as modal auxiliaries), 10 data as suggestion, and 2 data as forbidden. It meant 12.57% command, 88.044% request, 6.28% suggestion, and 1.25% forbidden. Request was dominant since the teacher often used imperative to get his students to do something. All of those utterances used directness and literalness strategies. The researcher found 3 strategies used by the teacher. It showed 95 data (59.74%) as direct literal speech act, 65 data (40.88%) as indirect non-literal speech act, and 4 data (2.51%) as indirect non-literal speech act. The direct literal was dominant strategy used by the teacher to utter the directive speech act. Based on analysis directive speech act and speech act strategies used by the teacher, the researcher expected that the teacher should use English as much as possible during teaching and learning process.

Item Type: Thesis (skripsi)
Subjects: 400 Bahasa > 407 Education, research, related topics
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris
Depositing User: Maha siswa
Date Deposited: 17 Dec 2018 01:51
Last Modified: 17 Dec 2018 01:51
URI: http://eprints.iain-surakarta.ac.id/id/eprint/2311

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